International Journal of Education & Management Studies, 2024, 14(2), 182-188 © 2024 Indian Association of Health, Research and

Association of Health, Research and Welfare

Peer-reviewed and Indexed Journal ISSN-p-2231-5632-e-2321-3671
https://iahrw.org/our-services/journals/international-journal-of-education-and-management-studies/ NAAS Rating 4.58

Time Management Dynamics: Exploring Linkage between

Academic Performance and burnout among
PG Students
Renu and Kavita Dua
Department of Resource Management and Consumer Science, I.C. College of Community Science
Chaudhary Charan Singh Haryana Agriculture University, Hisar, Haryana

This study explores the impact of time management on the academic performance and burnout levels of
postgraduate (PG) students. The research assesses the time management practices of 30 randomly selected PG
students from I.C. College of Community Science, Hisar, Haryana. Effective time management is critical for
academic success, influencing students' ability to balance coursework, research, and other responsibilities. Using
Britton and Tesser's (1991); time management scale. Academic performance was evaluated using the Christopher
Mc Gregory (2015); scale, and perceived burnout levels were measured using the Maslach et al. (2017) scale. The
findings indicate that students engage moderately in short-range planning but struggle with prioritizing tasks.
Despite recognizing the need for better time management, many face challenges in declining tasks that interfere
with academic work. Academic performance was high among students with better time management skills,
particularly those who avoided procrastination and actively engaged in their studies. However, academic burnout
was prevalent, with significant stressors including poor sleep due to academic load, emotional exhaustion, and
concentration issues. Statistical analysis revealed a negative correlation between attentiveness in discussions and
the information-application gap (-0.363) and a positive correlation between active participation and end-of-day
fatigue (0.429). These correlations suggest that better time management can reduce burnout and improve academic
outcomes by enabling students to manage their workload more effectively. The study underscores the importance of
time management in mitigating stress and enhancing academic performance, recommending interventions to
support students in developing these skills for better academic and professional prospects.

Keywords: management, dynamics, academic, performance, burnout

Time management deeply influences human life. As individuals activity to be undertaken, ensuring efficient task management and
progress from birth, their aspirations and goals evolve over time. timely completion of all tasks within the predetermined timeframe
Their perception of time is shaped by experiences and environmental (Sayari et al., 2017). Essentially, it is the effective and efficient
changes, both mental and physical, allowing them to develop a sense management of time to successfully attain desired targets and goals.
of time and its duration. Without this awareness, life lacks direction. Time management is very important and perhaps it affects on
Time management directly impacts academic performance. PG individual's performance and achievements. Now-a-days, students
students are typically engaged in advanced coursework, research always commented that they do not have enough time to complete all
projects, thesis writing, and possibly teaching or other assigned tasks. Students who obtained higher percentages of the
responsibilities. Students who effectively manage their time are marks also had high mean scores on general time management and
more likely to excel academically and achieve their educational their dimensions except for short range planning (Kaur, 2021). Time
goals. Time management involves allocating sufficient time for each management was measured by the Britton and Tessor (1991) general
time management scale with three subscales long range time
Author Note planning, time attitude and short range time planning. It includes
Renu, PhD. Scholar, Department of Resource Management and eighteen statements and all were value based on Likert scale of
Consumer Science, I.C. College of Community Science, Chaudhary five value scores (Das & Bera, 2021). Academic performance,
Charan Singh Haryana Agriculture University, Hisar, Haryana measured by students' marks at the end of each academic session
E-mail: renuduggal14@gmail.com or through standardized assessments upon completing their
Dr. Kavita Dua, Associate professor, Department of Resource schooling, plays a pivotal role in determining their prospects for
Management and Consumer Science, I.C. College of Community higher education. Consequently, the trajectory of one's academic
Science, Chaudhary Charan Singh Haryana Agriculture University performance and the subsequent educational qualifications
Hisar, Haryana obtained significantly impact one's career prospects post-
We have no known conflict of interest to disclose. education.It's widely acknowledged that stress is a common
Correspondence concerning this article should be addressed to experience for college students. Each day brings a multitude of
Dr. Kavita Dua, Associate professor, Department of Resource challenges, whether they stem from academic pressures, athletic
Management and Consumer Science, I.C. College of Community commitments, family dynamics, or personal relationships. Stress
Science, Chaudhary Charan Singh Haryana Agriculture University can significantly impact a student's academic performance, with
Hisar, Haryana numerous obstacles standing in their path to achieving their
E-mail: drkavya77@gmail.com academic best (Noble et al., 2014).
183 International Journal of Education & Management Studies, 2024, 14(2), 182-188

Importance of Time Management in Academic work, extracurricular activities, and personal commitments.
Proper time management skills will help you stay organized,
Success reduce stress, and improve the quality of your work. However,
Time management is essential in academic success. When it comes time management is not only about working hard, but it also about
to education, time management is the key to balancing academic working smart.

Source: https://fastercapital.com/topics/the-importance-of-time-management-in-academic-success.html

Time Management Helps you Avoid Procrastination: Procrastination personality according to correlation statistics.
is a common problem among students, and it can have a negative Sallehuddin et al. (2019)revealed that stress, workload, and time
impact on academic performance. By managing your time management were significantly and positively related to student
effectively, you can avoid procrastination and complete your work performance. These were found to be important factors in ensuring
on time (18). For example, creating a study schedule and sticking to that working students could manage their responsibilities well and
it can help you stay on track and avoid last-minute cramming. achieve their goals. Striking a suitable balance between work and
Time Management Reduces Stress: Poor time management can lead daily life was a challenge for all part-time students. An important
to stress and anxiety, which can affect your academic performance. aspect of work-life balance was the allocation of time, management
By managing your time effectively, you can reduce stress levels and of stress, workload, personal responsibilities, and other factors.
perform better in school (18). For example, breaking down large Sarhaddi et al. (2019) studied into the mediating role of time
assignments into smaller tasks and setting deadlines for each can management in the relationship between role conflict and job
help you complete your work without feeling overcome. burnout among teachers employed at colleges. Results indicated that
Time Management Improves the Quality of Your Work: When you role conflict had a direct and positive impact on job burnout, while it
manage your time effectively, you have more time to review and exhibited a significant negative impact on time management. Time
revise your work. This can lead to better grades and academic management demonstrated a significant negative impact on job
success (18). For example, setting aside time to proofread your burnout. Thus, it was concluded that time management serves as a
essays can help you catch errors and improve the quality of your mediator in the relationship between role conflict and job burnout.
writing. Gallardo et al. (2020) investigated that Time Management and
Time Management Helps you Prioritize: With so many tasks to Academic Stress among students at Lima University. Results
complete, it can be challenging to know where to start. Time revealed an inverse correlation between time management and
management helps you prioritize your tasks so that you can focus on academic stress, with Spearman's Rho coefficient calculated at
the most important ones first. For example, if you have a big exam 0.413. This correlation was also observed across various dimensions
coming up, you can allocate more time to studying and less time to of academic stress, including stressors (-0.405), symptoms (-0.387),
other activities. and coping (-0.286).
Overall, time management is an essential skill for academic Andrade et al. (2023) revealed that a number of factors were
success. By managing your time effectively, you can improve your thought to influence graduate students' development of academic
grades, reduce stress levels, and achieve your academic goals. burnout during the COVID-19 pandemic. Burnout was significantly
lower among graduate students who received high levels of support
Review of Literature from their university, were satisfied with how their university dealt
Malik (2015) explored that the connections between Time with the pandemic, and had good sleep quality.
Management, Burnout, Personality, and Social Support among Alghtany et al. (2024) found that there existed a significant
students. Time management showed a significant correlation with positive correlation between nursing students' total professional
burnout, while burnout did not exhibit a significant relationship with self-concept and academic burnout professional impact.
 RENU AND DUA/ TIME MANAGEMENT DYNAMICS: EXPLORING LINKAGE 184

Additionally, a significant negative correlation was detected responses freely without any hesitation. Your responses will be kept
between the total professional self-concept and academic burnout. A confidential and shall only be used for research purpose.
positive nursing professional self-concept was identified as
potentially alleviating students' academic burnout and contributing
Data Analysis
to the promotion of their professional impact. The collected data was suitably coded, tabulated and statistically
analyzed using frequency, percentage, means score, average, and
Objectives of the Study correlation to draw meaningful inference.
● Assessments of time management practices among PG students
Results and Discussion
● To study the significant difference of academic performance and
burnout of PG students Table 1

Method Personal Profile of the Respondents N=30

S.No. Variables Category Frequency (%)
This section presents the procedure which will be adopted for
conducting the present investigation. 1. Age(years) 22-24 7 (23.3)
24-26 11 (36.6)
Locale of the Study
26-28 12 (40.0)
The study was conducted purposely at I.C. College of Community 2. Place of living Hosteller 17 (56.6)
Science, CCS HAU, located in the Hisar district of Haryana state for Day scholar 13 (43.3)
the survey work 3. Academic Program Master's Degree 13 (43.3)
Ph.D./ Doctoral programme 17 (56.6)
Participants and Procedure
4. Current Academic First year 9 (30.0)
A sample of 30 postgraduate students was selected randomly. year Second Year 13 (43.3)
Variables: Independent Variable: Third year 5 (16.6)
Age chronological age was taken More than three year 3 (10.0)
Place of living 5. Course of study FRM 13 (43.3)
Type of course FN 3 (10.0)
TAD 5 (16.6)
Type of college Schedule was developed
EECM 7 (23.3)
Year of studying
HDFS 2 (6.6)
Time management skills Britton and Tesser (1991) 6. College time 9:00 - 4:40 30 (100)
Dependent Variables: 7. Lunch time 1:00 - 2:00 30 (100)
Academic performance and Christopher Mc Gregory (2015) 8. Free time 1 - 2 hr 17 (56.6)
Perceived burnout levels Maslach et al. (2017) 3 - 4 hr 9 (30.0)
More than 4hr 4 (13.3)
Measures 9. Leisure time 1 - 2 hr 19 (63.3)
A structured questionnaire was developed based on validated scales 3 - 4 hr 9 (30.0)
such as the Time Management scale by Britton and Tesser, the More than 4hr 3 (10.0)
Academic Performance Rating scale by Christopher Mc Gregory, 10. Study time 1 - 2 hr 21 (70.0)
and Perceived burnout Scale by Kaur (2021) Questionnaire was 3 - 4 hr 5 (16.6)
distributed to the person, depending on the feasibility of participants. More than 4hr 4 (13.3)
Time Management Scale: Time management was measured by the 11. Further plan for Pursue further education 7 (23.3)
Britton and Tessor (1991) general time management scale with three complete PG Apply for govt. job 16 (53.3)
subscales long range time planning, time attitude and short range Start a business or 5 (16.6)
time planning. It includes eighteen statements and all were value entrepreneurship
based on Likert scale of five value scores (Das & Bera, 2021). Other 2 (6.6)
Academic Performance Rating Scale: The APS consisted of (8) 5- Table 1 depicts that personal profiles of 30 respondents reveal a
point scale items. This 5-point scale assessment was carried out by diverse range of demographics and academic pursuits. Most of the
Carson Birchmeier, Emily Grattan, Sarah Hornbacher, and respondents fall within the age range of 27-30, with a notable
Christopher McGregory of Saginaw Valley State University. For representation in each category. A majority are hostlers, In academic
researchers who have a particular interest in academic performance programs most of the respondents are Ph.D./doctoral programs and
among students, the APS promises to be a useful tool. Scale scores current academic year 2nd yr. FRM and EECM are popular courses
showed adequate internal consistency, 2-week testretest reliability, of study. Daily schedules, including college and lunch times, are
and satisfactory concurrent validity. uniform. While free time and leisure activities vary, most dedicate 1-
Perceived Burnout Scale: This Scale is designed to assess academic 2 hours to studying. Further plan for completed PG programme than
burnout. You are requested to carefully go through each statement apply for govt. job. Erdemir and tomar (2019) concluded that Time
and mark your response on a 5 point scale having options: SDA- management is a personal discipline that, when performed, anything
Strongly Disagree, DDisagree, UD- Undecided, A-Agree, SA- can be achieved. Time management makes one spend time on
Strongly Agree. There is no right or wrong response. Mark your targeted activities, while lack of time management leads to doing
185 International Journal of Education & Management Studies, 2024, 14(2), 182-188

leisure activities. Hence, good time management increases academic achievement among higher education students. A sample of 300
performance and reduces academic burnout among students. Saviz master's students was selected using the stratified random sampling
and Naeini (2014) who found that aimed to investigate the method, while all 61 Ph.D. students enrolled participated in the
correlation between perfectionism, academic burnout, and academic study.

Table 2
Time Management Practices of the Respondents N=30
S.N. Items Always Often Sometimes Rarely Never WMS
Short-range planning
1. I create daily to-do lists. 4 (13.3) 9 (30.0) 8 (26.6) 6 (20.0) 3 (10.0) 3.17
2. I schedule my activities for workdays. 3 (10.0) 11(36.6) 7 (23.3) 5(16.6) 4(13.3) 3.13
3. I plan my day ahead. 4 (13.3) 13 (43.3) 7 (23.3) 3 (10.0) 3 (10.0) 3.04
4 I set daily goals for myself. 6 (20.0) 9 (30.0) 7 (23.3) 5 (16.6) 3 (10.0) 3.33
5. I have weekly objectives in mind. 3 (10.0) 16 (53.3) 7 (23.3) 3 (10.0) 1 (3.3) 3.56
6. I dedicate time each day to planning. 5 (16.6) 7 (23.3) 9 (30.0) 5 (16.6) 4 (13.3) 3.13
7. I prioritize tasks and stick to them. 4 (13.3) 7 (23.3) 5 (16.6) 8 (26.6) 6 (20.0) 2.83
Time attitudes
8. I avoid continuing unproductive routines. 17 (56.6) 4 (13.3) 3 (10.0) 4 (13.3) 2 (6.6) 2.00
9. I believe that there is room for improvement in the way I manage my time. 6 (20.0) 11(36.6) 7 (23.3) 4 (13.3) 2 (6.6) 3.05
10. I sometimes struggle to decline tasks that interfere with my college work. 11 (36.6) 9 (30.0) 5 (16.6) 3 (10.0) 2 (6.6) 2.02
11. I feel I have control over my time. 8 (26.6) 11 (36.6) 6 (20.0) 4 (13.3) 1 (3.3) 3.36
12. I prioritize college work over personal grooming on class days. 12 (40.0) 9 (30.0) 5 (16.6) 3 (10.0) 1 (3.3) 2.06
13. I use my time constructively. 7 (23.3) 9 (30.0) 7 (23.3) 5 (16.6) 2 (6.6) 3.46
Long-range planning
14. I sometimes work on major assignments up to the night before they're due. 9 (30.0) 7 (23.3) 6 (20.0) 5 (16.6) 3 (10.0) 3.46
15. I set goals for the entire quarter. 11(36.6) 9 (30.0) 5 (16.6) 3 (10.0) 2 (6.6) 2.02
16. I keep my workspace focused on current tasks. 5 (16.6) 13 (43.3) 7 (23.3) 3 (10.0) 2 (6.6) 3.53
17. I believe in focusing on one task at a time. 9 (30.0) 11 (36.6) 7 (23.3) 2 (6.6) 1 (3.3) 3.83
18. I regularly review class notes, regardless of upcoming tests. 7 (23.3) 9 (30.0) 7 (23.3) 5 (16.6) 2 (6.6) 3.46

Table 2 shows that time management practices most engage in short- 2 Time attitudes 2.76
range planning, such as creating daily to-do lists and scheduling 3 Long-range planning 3.29
activities, there's room for improvement in sticking to priorities.
They generally recognize the need for better time management but
sometimes struggle to decline tasks that may interfere with college
work. Despite a belief in controlling their time, many still prioritize
college work over personal grooming, indicating potential areas for
balance. Long-range planning efforts vary, with mixed habits regarding
working on major assignments last minute and setting quarterly goals.
Overall, there's a tendency to focus on current tasks. Malik (2015) he
stated that the connections between Time Management, Burnout,
Personality, and Social Support among students. Time management
showed a significant correlation with burnout.
The overall weighted mean score of time management practices
Table 2.1 Table 2 indicates that short- range planning ,time attitudes and long-
Average Weighted Mean Score Time Management Practices N=30 range planning components of time management practices. Overall
weighted mean score of time management practices highest mean
S.No. Time Management Practices AWMS
score was 3.29.
1 Short-range planning 3.22
 RENU AND DUA/ TIME MANAGEMENT DYNAMICS: EXPLORING LINKAGE 186

Table 3
Academic Performance of the Respondents N=30
S.N. Questions SA (5) A(4) N(3) D(2) SD(1)
1. I prepare for all subjects. 9 (30.0) 18(60.0) 3 (10.0) -- --
2. I listen attentively in discussions. 19 (63.3) 11 (36.6) 0 (00.0) -- --
3. I aim for good grades in every subject. 16 (53.3) 12 (40.0) 2 (6.6) -- --
4. I actively participate in discussions. 13 (43.3) 6 (20.0) 11(36.6) -- --
5. I start assignments promptly. 9 (30.0) 14 (46.6) 7 (23.3) -- --
6. I find value in homework and activities for skill improvement. 9 (30.0) 20 (66.6) 1 (3.3) -- --
7. I work harder on challenging assignments. 12 (40.0) 12(40.0) 6 (20.0) -- --
8. Problem-solving is a hobby I find useful. 7 (23.3) 14 (46.6) 9 (30.0) -- --
Note. "Strongly Agree" is scored (5); "Agree" is scored (4); "Neutral" is scored (3); "Disagree" is scored (2); and "Strongly Disagree" is
scored (1).

The findings for Table 3 the academic performance indicate strong 2 Good performance 25 - 32 8 (26.7)
engagement and positive attitudes towards their studies. Most 3 Moderate performance 17 - 24 0
respondents (60-66.6%) regularly prepare for subjects, listen 4 Poor performance 09 - 16 0
attentively, and value homework for skill improvement. 5 Failing performance 00 - 08 0
Additionally, significant portions (40-46.6%) actively participate in Overall weighted mean score of time management practices Table
discussions and find problem-solving useful. With an average score 3.1 indicates the excellent, good, moderate, poor, and failing
of (73.3%), the respondents exhibit excellent performance in their performance parameter of academic performance. An average score of
academic endeavors. Gallardo-Lolandes et al. (2020) found that (73.3%), the respondents exhibit excellent performance followed by
academic Stress among students at Lima University an inverse (26.7%) of respondent's good performance in their academic endeavors.
correlation between time management and academic stress, with
Spearman's Rho coefficient calculated at 0.413. This correlation was
also observed across various dimensions of academic stress,
including stressors (-0.405), symptoms (-0.387), and coping (-
0.286).
Table 3.1
Average Weighted Mean Score Time Management Practices N=30
S.N. Parameter Score AP
1 Excellent performance 33 - 40 22 (73.3)

Table 4
Academic Burnout of the Respondents N=30
S.N. Statements SDA (1) D (2) UD (3) A (4) SA (5) WMS
1. College concern decline. 3 (10.0) 4 (13.3) 7 (23.3) 11 (36.6) 5 (16.6) 3.4
2. Morning college fatigue. 6 (20.0) 4 (13.3) 17 (56.6) 2 (6.6) 1 (3.3) 2.6
3. Task concentration struggle. 13 (43.3) 7 (23.3) 5 (16.6) 4 (13.3) 1 (3.3) 2.1
4. Study problem-solving block. 9 (30) 17 (56.6) 2 (6.6) 1 (3.3) 1 (3.3) 1.9
5. Poor sleep, academic load. 16 (53.3) 7 (23.3) 4 (13.3) 2 (6.6) 1 (3.3) 1.8
6. Need task independence support. 5 (16.6) 15 (50) 7 (23.3) 1 (3.3) 2 (6.6) 2.3
7. Emotional exhaustion from study. 1 (3.3) 2 (6.6) 7 (23.3) 16 (53.3) 4 (13.3) 3.7
8. Class topic comprehension challenge. 19 (63.3) 7 (23.3) 2 (6.6) 1 (3.3) 1 (3.3) 1.6
9. Doubtful about study's future use. 1 (3.3) 4 (13.3) 17 (56.6) 7 (23.3) 1 (3.3) 3.1
10. Post-study energy depletion. 3 (10) 4 (13.3) 15 (50) 5 (16.6) 3 (10.0) 3.0
11. Class discussion incapability. 7 (23.3) 16 (53.3) 5 (16.6) 1 (3.3) 1 (3.3) 2.1
12. Study concentration issue. 11 (36.6) 7 (23.3) 5 (16.6) 4 (13.3) 3 (10.0) 2.4
13. Information-application gap. 1 (3.3) 5 (16.6) 16 (53.3) 7 (23.3) 1 (3.3) 3.1
14. Concept understanding weakness. 9 (30) 7 (23.3) 5 (16.6) 6 (20.0) 3 (10.0) 2.6
15. Unrealized college environment expectations. 4 (13.3) 5 (16.6) 13 (43.3) 7 (23.3) 1 (3.3) 2.9
16. College day-end fatigue. 1 (3.3) 2 (6.6) 3 (10.0) 7 (23.3) 17 (56.6) 4.2
17. Teacher question difficulty. 5 (16.6) 9 (30) 7 (23.3) 5 (16.6) 4 (13.3) 2.8
187 International Journal of Education & Management Studies, 2024, 14(2), 182-188

18. Study demand overload. 7 (23.3) 9 (30) 8 (26.6) 5 (16.6) 1 (3.3) 2.5
19. Education purpose doubt. 5 (16.6) 11 (36.6) 9 (30.0) 3 (10.0) 2(6.6) 2.5
20. Study task challenge struggle. 3 (10) 7 (23.3) 14 (46.6) 5 (16.6) 1 (3.3) 2.8
Note. SDA-Strongly Disagree (1), D-Disagree (2), UD- Undecided (3), A-Agree (4), SA-Strongly Agree (5).

Table 4 revealed that academic burnout notable stressor impacting perfectionism, and academic burnout among medical school
their well-being. Over half (50%) experience poor sleep due to students. Academic burnout displayed a negative correlation with
academic load, and many struggle with task concentration and study academic self-efficacy. Together, socially-prescribed perfectionism
problem-solving. Emotional exhaustion from the study is and academic self-efficacy accounted for 54% of the variance in
prominent, affecting over half of the respondents. Additionally, academic burnout. Furthermore, when both socially-prescribed
morning college fatigue and end-of-day fatigue are significant perfectionism and academic self-efficacy were simultaneously
concerns, with 56.6% experiencing the latter. The findings suggest considered, academic self-efficacy was found to partially mediate
varying levels of burnout across different aspects of academic life. the relationship between socially-prescribed perfectionism and
Similar studies Yu, Chae and Chang (2016) conducted to investigate academic burnout.
the relationship between academic self-efficacy, socially-prescribed

Table 4.1
Academic Burnout Score of the Respondents N=30
S.No. Parameter AWMS
1 Academic Exhaustion (feeling tired, restless and nervous) 2,3,5,7,10,12,16,18 2.78
2 Academic Disinterest (feeling cynical, cold, and distant) 1,9,13,15,19 3.00
3 Academic Inefficacy (includes loss of confidence and a lost sense of adequacy) 4,6,8,11,14,17,20 2.03

Table 4.1 average weighted mean scores (AWMS) for each category and inefficacy (2.3), emphasizing the need for intervention and
highlight the severity of academic exhaustion (2.78), disinterest (3), support.

Table 5
Correlation b/w Academic Performance to Academic Burnout N = 30
College Emotional Doubtful about Post-study Information- Overloaded College Study task
AB
AP Concern exhaustion the study's energy application by the demands day-end challenge
Decline from study future use depletion gap of studies fatigue struggle
1. I prepare for all subjects. 0.037 0.184 -0.042 0.095 -0.232* 0.315* -0.174* 0.129
2. I listen attentively in discussions. 0.002 -0.127 0.184 0.009 -.363* 0.171* -0.219* 0.205
3. I aim for good grades in every subject. 0.039 -0.002 0.041 0.233 0.004* -0.112* -0.113 v 0.331
4. I actively participate in discussions. 0.196 0.027 0.018 0.069 -0.052* -0.282* .429* 0.095
5. I start assignments immediately. -0.022 0.135 -0.012 -0.047 -.402* 0.146* -0.189* -0.078
6. I find value in homework and -0.214 0.012 0.099 -0.079 0.117* -.441* -0.232* -0.028
activities for skill improvement.
7. I work harder on challenging assignments. 0.29 0.147 -0.147 0.161 0.197* -0.226* -0.139* 0.104
8. Problem-solving is a hobby I find useful. 0.265 -0.057 0.074 -0.006 0.175* -.429* -0.256* 0.041

Table 5 showed that the correlation between academic performance professional self-concept and academic burnout.
and academic burnout is Attentiveness in discussions negatively Further active participation in discussions correlates positively
correlates with the information- application gap(-0.363*). with college day-end fatigue (0.429*).
A negative correlation suggests that as attentiveness in A positive correlation indicates that as active participation in
discussions increases, the information-application gap tends to discussions increases, college day-end fatigue tends to increase as
decrease. This could imply that students who actively engage in well. This suggests that students who are highly engaged in
discussions and pay close attention to the material are better able to discussions may expend more mental and physical energy
apply what they've learned, potentially leading to lower levels of throughout the day, potentially leading to increased fatigue by the
academic burnout. Alghtany et al. (2024) concluded that a end of the day, and contributing to academic burnout.
significant negative correlation was detected between the total Bhartiya (2017) studied that to evaluate relationship between
 RENU AND DUA/ TIME MANAGEMENT DYNAMICS: EXPLORING LINKAGE 188

attendance and academic performance of medical students in Promote self-care practices: Encourage students to prioritize self-
department of ophthalmology, discovered a positive correlation care activities such as exercise, hobbies, and socializing to mitigate
between class attendance and academic performance among burnout and improve overall well-being.
medical students. Foster a supportive academic environment: Create an atmosphere
Immediately start on assignments negatively correlates with the where students feel comfortable seeking help and support from
information-application gap (-0.402*). faculty, peers, and counseling services.
Similar to the first correlation, this negative correlation implies Encourage proactive communication: Foster open dialogue
that students who punctually start on assignments are likely to have a between students and faculty to address concerns related to
smaller information-application gap. Starting assignments early workload, assignments, and academic expectations.
allows students more time to fully understand and apply the material,
potentially reducing the gap between acquiring knowledge and References
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Recommendations https://fastercapital.com/topics/the-importance-of-time-management-in-academic-
success.html
Enhance time management skills: Provide workshops or training Received May 16, 2024
sessions on effective time management strategies to help students Revision received May 30, 2024
prioritize tasks, set goals, and maintain a healthy work-life balance. Accepted June 4, 2024
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